Kamina+Smith+LMF

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:
 * What are your 5 generalizations?**


 * 1) For young adults, humor and enthusiasm from the instructor greatly reduces the intimidation level of the learner.** Matt, who attended Cold Weather Survival training in Alaska stated that the instructors taunted the students by grilling steaks near the students knowing the students could only eat what the were able to forage from the wilderness. Only surviving on what the wilderness provides can be a very intimidating and overwhelming just learning those skills, but the instructors lightened the mood which put the students at ease and actually provided a source of motivation. For Wendy, age 24, because the instructor was outgoing, funny, and animated, she felt more comfortable with getting in front of the group to sing and dance. There were 20 experiences that took place with adults ages 20 - 29 and all 20 contained some level of humor and high enthusiasm from the instructor. The implications for me in my learning and design work is that young adult learners experience anxiety about their level of knowledge and abilities so a good way to breakdown the barrier that people put up when they are intimidated is with jokes and a lot of enthusiasm. People need to feel that it is ok to make mistakes and step out of their comfort zones and it is the responsibility of the instructor to take the first step by putting themselves out there to show that the learning environment is a safe place.


 * 2. Older learners require little to no peer interaction for a learning event to be fun.** Ron, 46, had an experience that occurred at home when he was trying to find ways to stay in shape and understand how his body works. Although the concept of eating right is not a complex one, he felt the author presented the information in a way that made it intriguing and compelling as to why he should take care of his body. As for Meg, 40, she always wanted to learn to paint but never believed that she had the talent. She decided that she would do it for herself and not worry about other people might think about it. Although there were only 16 respondents that were between the age of 40 and 49, it is important to note 14 of the 16 experience took place with little or no peer interaction. This may be because older learners are more focused on personal exploration, fulfillment and growth. They are at the midpoint of their lives and are therefore examining their life journey and determining what they can do to improve the quality of their lives and pursue unfulfilled dreams. The implications for my own teaching and design work is to first understand the learner's life goals and ensure that the lessons correlate to those goals in some way. This will take the lesson to a deeper level with the learner and implant the knowledge within the learner in way that matters. At this point in their lives, they are very busy with family and work, so their time is very important. One way to breakthrough to the older learner to show them how the lesson with, in some way, improve their life and help them attain their goals.


 * 3.** **Learning experiences that are completely controlled by the learner provide a higher sense of accomplishment**. Andrew, 15, taught himself how to drive a manual car. Although he struggled with getting the timing when trying to shift gears, he appreciated being able to do it without the nagging and yelling of his parents. Professional photographer Chris, 20, stated that taught himself to repel down and ascend cliff faces so that could photograph cliff climbers. He taught himself by reading books and practicing in his living. For him, he set out to do it on his own to learn how to succeed in small increments to achieve a larger goal. Of the 22 experiences that were completely controlled by the learner, all 22 stated that they felt a great sense of accomplishment, although it was harder, for the experience. For me, the implications are that some learners appreciate the additional challenge of saying that they were successfully teach themselves a new skill. These students will probably benefit less from lecturing and benefit more from self-paced learning. These learners are engaged by a high level of challenge and want to do things their way. This group may also thrive when they choose their own project topic and probably work better individually.


 * 4. Workplace/career oriented learning experience outcomes must make an impact on the business for the learner.** Beatriz, 26**,** stated that her learning experience centered around process development. She was working on a blockbuster drug that was very important to the company. Because she was responsible for improving the process of the developing a blockbuster drug, she felt that he work was recognized by her peers and co-workers. Manuel, 50, taught himself web design so that he could improve his company's website. The new skills he learned, he was able to apply to the website and bring 5 new clients was rewarded with a vacation and increased revenue for the company. Of the 23 career related experiences, 18 stated it was important that learning experience added value not only to them personally, but that it added value to the organization and that they would be recognized for their contribution. Based on this information, the teaching implications are that the lessons in a corporate or career related environment need to clearly convey how they can be applied on the job to help that employee be perceived as an asset to the company. By being perceived as an asset, they employees efforts may result in promotions, raises and recognition that will help them progress in their careers.


 * 5. Female learners thrive in cooperative, team environment when physical activity is involved.** Lana, 24, recalled that she took a Hip Hop class that was fun because it was physical and challenging because she had to coordinate with other dancers to successfully perform the dance. Felicia stated that her experience in a botany class was fun because of taught in real-time by going on hikes in the woods and wetlands, and also because the camaraderie she had with her classmates. Of the 20 experiences, 17 of the respondents stated that the high level of challenge of the content was less of an intimidating factor when they were in a cooperative, team environment. The implications of these findings are that female learners may prefer having a team as a support system when challenging a difficult topic. Female learners appear to enjoy working collectively towards a common goal. This shows me that in teaching situations where the student population is a female majority, cooperative activities may help cement the lesson.